Browsing by Subject "Internationalization"

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Analysis of the relationship between internationalization and the quality of higher education.
(2009-03) Jang, Ji-Yeung
The universal phenomenon of internationalization as a mainstream element of higher education is often based on the assumption that there is value added to the quality of higher education systems when enhancing the international dimension of teaching, research and service (Knight, 1997). Questioning the validity of the assumption, this study examined the relationship between internationalization and quality of higher education. Using the pre-existing data collected originally by Horn et al (2007), Lombardi et al (2003), and U.S. News World and Report (2003), the study conducted the simple correlation analysis and the multiple regression analysis. The research variables included six internationalization variables such as international students, U.S. study abroad, internationalized faculty and scholars, international research activities, internationalized curriculum, and organizational support; and seven quality variables such as research competitiveness, faculty competitiveness, undergraduate competitiveness, advanced training competitiveness, financial stability, constituents’ satisfaction, and institutional reputation. The results showed that there was a positive relationship between internationalization and quality of higher education. Particularly, the presence of international students was found to have statistically significant and positive effects on all the quality variables except for the research competitiveness. Internationalized faculty and scholars had statistically significant effects on advanced training competitiveness and financial stability. Also, the organizational support for internationalization played a significant role in institutional quality enhancement. However, internationalized curriculum was found to have no effect on any quality variables. Based on the results, the study suggests that various internationalization strategies be conducted and measured properly as part of the institutional quality improvement process.
Are our efforts worthwhile? international students’ perceptions of a project-based program designed to internationaize higher education.
(2009-02) Chaparro, Debra Payne
This qualitative research focuses on international students’ perspectives on a project-based program designed to internationalize higher education. King and Baxter- Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s (1991) Transformative Learning Theory were applied to analyze reflective essays written by 60 international students who had led a Culture Corps project, and to 16 semi-structured interviews with past and present Culture Corps project leaders. Culture Corps is a program designed to “help the university community learn through the experience and knowledge of international students at the University” (ISSS, 2007) and, through this program, a diverse variety of events designed to internationalize higher education have been implemented every semester since 1999. Primary, secondary, and tertiary findings suggested that international students can benefit both personally, academically, and in future careers through the experience of having led a Culture Corps project. Personal and professional contacts made within and outside the academic community were strong themes, suggesting the importance of encouraging international students’ involvement in programs like Culture Corps. International students also mentioned increasing their skills in many areas such as language, leadership, and teaching skills. Students frequently mentioned gaining confidence as a result of leading a project, and also a consistent appreciation for any financial benefits that were awarded. The reach of the program, however, remains minimal, as it was determined that approximately 1 percent of international students in the study university’s campus have led a Culture Corps project. This suggests that there is much work to be done, and This qualitative research focuses on international students’ perspectives on a project-based program designed to internationalize higher education. King and Baxter- Magolda’s (2005) Developmental Model of Intercultural Maturity and Mezirow’s (1991) Transformative Learning Theory were applied to analyze reflective essays written by 60 international students who had led a Culture Corps project, and to 16 semi-structured interviews with past and present Culture Corps project leaders. Culture Corps is a program designed to “help the university community learn through the experience and knowledge of international students at the University” (ISSS, 2007) and, through this program, a diverse variety of events designed to internationalize higher education have been implemented every semester since 1999. Primary, secondary, and tertiary findings suggested that international students can benefit both personally, academically, and in future careers through the experience of having led a Culture Corps project. Personal and professional contacts made within and outside the academic community were strong themes, suggesting the importance of encouraging international students’ involvement in programs like Culture Corps. International students also mentioned increasing their skills in many areas such as language, leadership, and teaching skills. Students frequently mentioned gaining confidence as a result of leading a project, and also a consistent appreciation for any financial benefits that were awarded. The reach of the program, however, remains minimal, as it was determined that approximately 1 percent of international students in the study university’s campus have led a Culture Corps project. This suggests that there is much work to be done, and many potential gains to be experienced as a result of more consistent, cohesive internationalization efforts that involve the entire university. Implications for research, policy, and practice were also addressed.
Aspirational Meaning Making: A Qualitative Case Study of Education for Global Citizenship in U.S. Higher Education
(2023) Burden, Kathryn
In recent decades, Education for Global Citizenship (EfGC) has emerged as a prominent way to discuss internationalization and global learning efforts in Higher Education Institutions (HEIs). The concept of global citizenship is a controversial one though, and there is no consensus on a definition of global citizenship nor on EfGC. Much of the extant literature has focused on typologizing EfGC efforts or on assessing student learning outcomes or programs. This leaves a critical gap in understanding the crucial yet overlooked role university instructors play in HEI’s internationalization and global citizenship efforts.In this qualitative case study at one U.S. university, I focused on: (1) how university instructors made meaning around the concept of global citizenship; (2) how instructors believed they educated for global citizenship and how students perceived EfGC efforts; and (3) how educators felt motivated, enabled, or constrained in their pedagogical pursuits around global citizenship. To answer these questions and analyze how these understandings and educational practices are shaped by specific personal, contextual, and temporal factors, I propose a theory of aspirational meaning making and models of Ways of Understanding Global Citizenship and Ways of Educating for Global Citizenship based on instructors’ ways of knowing, being, doing, and aspiring. Findings from this research suggest that instructors’ understandings of global citizenship and ways of educating for global citizenship are deeply complex, context-specific, and far more dynamic and adaptable than has been acknowledged in previous studies. Taking place during a uniquely challenging time during the COVID-19 pandemic, findings from this study demonstrate how the ambiguous and adaptable nature of EfGC, combined with the contextual adaptations instructors made, allowed instructors to keep their educational efforts responsive and applicable to contemporary concerns. The findings of this research have important implications for theory, teaching and learning, and policy and practice. This research contributes to the fields of comparative and international education, higher education, and global citizenship education by addressing a gap in the literature on internationalization and global learning, specifically on how global citizenship and EfGC is understood and practiced by individuals in a particular temporal and situational context in a U.S. HEI.
Becoming global without leaving home: internationalization at home, a case study of San Jorge, a Spanish Private University
(2013-08) Sierra Huedo, Maria Luisa
The process of campus internationalization at San Jorge University, a small private Spanish university is analyzed as a case study in this dissertation. San Jorge University was selected as a unique case because of its recent creation and its being one of the first Spanish universities to implement and adapt to the Bologna process. The assumption was that the main Internationalization at Home (hereafter, IaH) elements were being implemented at USJ. The complexity of the analysis of an institutional internationalization process is found in how each one of those internationalization elements are connected to each other affecting the implementation of the whole process. Therefore, the main conceptual framework used was Mestenhauser´s systems perspective for understanding internationalization. To analyze and describe the current status of IaH at San Jorge University, an explanatory case study methodology was followed, using document analysis, focus groups, in-depth semi-structured interviews and participant observation as main methods for data collection. The findings of this study reveal that although there is no formal IaH policy at USJ, the main IaH elements are actually being implemented. Identified are both institutional and individual factors influencing such a process. The implementation of a supra national reform implemented in a private institution, is found to be greatly influenced by the institutional structure, policies, strategies, degree programs and educational model. However, the main IaH element, an internationalized curriculum, is being promoted by active faculty who are key champions of change. Transformational leadership has been found to be the key to implement important changes. The combination of institutional and individual factors, with both top-down and bottom-up leadership, have proven to be the right combination to promote internationalization initiatives.
A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type
(2013-08) Phillips, Gareth Carlington
The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < .001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogenous group.
Complicating International Education: Intersections of Internationalization and Indigenization
(2019-11) Heath, Theresa
Internationalization of higher education is no longer a peripheral strategy for most universities and colleges, now positioned to influence multiple layers of institutions. Intercultural learning as a positive and necessary outcome has bolstered the importance of internationalization; in Canada, intercultural learning has increasingly been institutionalized as an organizational strategy. More recently, Indigenization, or the engagement with Indigenous knowledge and peoples, has been taken up by higher education institutions in Canada. These strategies are grounded in differing educational philosophies, values, and motivations but are implemented simultaneously. This dissertation examines one Canadian higher education institution and the intersections of its strategic priorities of internationalization, interculturalization, and Indigenization. Utilizing case study methodology with interviews, document review, and observation as data collection methods, I examine the following research questions: 1) How do faculty and staff conceptualize the university’s international and intercultural efforts and motivations? 2) How does the institutional priority of increasing intercultural understanding engage with the internationalization and Indigenization organizational strategies of the university? 3) How do staff and faculty across the university understand the intersection of Indigenization and internationalization? Through this dissertation, I make two primary arguments. First, internationalization’s implementation through a business framework has motivated a movement toward interculturalization to further academic learning on campus and temper more the neoliberal outcomes of internationalization. This relationship has established a lasting link between the two strategies. Second, the growing engagement of higher education in Indigenization efforts has brought about intersecting strategic priorities and a hope that interculturalization can support and further Indigenization. However, the Indigenization project is supported and motivated by Indigenous autonomy and sovereignty, not by Western organizational frameworks. Further possibilities of engagement require an uncoupling of business and economic motivations for internationalization and interculturalization to open both to the possibility of transformation.
Crossborder management education alliances:case study of the Sasin Graduate Institute of Business Administration in Bangkok, Thailand.
(2011-06) Pembleton, Deborah Jackson
The Sasin Graduate Institute of Business Administration at Chulalongkorn University in Bangkok has celebrated a twenty-five year partnership with the graduate schools of business at Northwestern University (Kellogg) and the University of Pennsylvania (The Wharton School) in the United States. The research question for this study is: "What factors have contributed to the success and sustainability of the crossborder management education alliance at the Sasin Graduate Institute of Business Administration?" The objective of this study is to understand and describe the intercultural working relationships between U.S. and Thai faculty and staff who work within the alliance. By incorporating the U.S. perspective as well as the Thai perspective, this research demonstrates how the national cultures of Thailand and the U.S. influence organizational effectiveness within the crossborder education alliances among these universities. Methods for data collection have involved major triangulation, including participant observation, in-depth semi-structured interviews, and document analysis. Several months of fieldwork were undertaken in Bangkok interviewing key Thai faculty and staff as well as the U.S. visiting faculty and staff. There are three major implications of this study. First, the case demonstrates that organizations rooted in quite different cultures can collaborate effectively and successfully create a long-term sustainable relationship. A key factor related to this success is the cross-culturally sensitive leadership demonstrated by all parties and their abilities to negotiate significant cultural differences. Second, given the escalating costs of higher education associated with the Baumol Disease, alliances among universities can provide a cost-effective approach to providing high-quality and innovative education. Third, the alliance described in this study is an example of the effective internationalization of higher education in a multicultural transnational context. Abstract – Thai Version: available on-line
Factors affecting student affairs administrators’ views of campus services for international students at five public universities in Ohio
(2012-09) Di Maria, David L.
The purpose of this study was to determine factors affecting views of campus services for international students among student affairs administrators. Factors identified during the literature review were examined using a multiple perspectives framework, which combined concepts related to student affairs administration, strategic planning for internationalization and multicultural organization development. The researcher utilized a mixed methods sequential explanatory research design, which included an internet survey and interviews. Responses to the internet survey were examined using a Scale of Current Views and a Scale of Ideal Views, which were designed specifically for this study to measure alignment between views and professional standards for international student services. The findings of this study indicate that foreign language proficiency and strategic alignment of international activities positively correlate with scores on the Scale of Current Views while the number of degrees of separation from the president of their institution holds a negative correlation. International student enrollment and frequency of travel outside of the United States positively correlate with scores on the Scale of Ideal Views. Participants reported desires to learn more about the internationalization strategy at their institution as well as become more involved in internationalization efforts, but they felt largely excluded as stakeholders. Participants also reported a desire to improve services for international students, but felt challenged by communication barriers associated with culture and language as well as a lack of training opportunities available to staff at their institution. Finally, participants expressed concern over the administration and intentionality of internationalization efforts at their institution.
Factors influencing faculty participation in internationalization at the University of Minnesota's schools of nursing and public health: a case study
(2013-05) Beatty, Matthew R.
The internationalization of higher education is no longer a desirable academic ideal. Rather, it is an essential component for higher education. In the era of globalization, colleges and universities are deploying widespread initiatives to infuse a global dimension into their teaching, research and service functions. Faculty play an important role in advancing strategic international agendas, yet little work has been published around their involvement, benefits and rationales to support the internationalization of higher education. The purpose of this study is to examine factors influencing faculty participation in internationalization at the University of Minnesota - Twin Cities. In particular, the researcher studies the views of faculty members from the University of Minnesota's Schools of Nursing and Public Health. Factors identified during the literature review were included throughout the design of this study.Within the case study, a mixed methods sequential explanatory research design is conducted. The design includes an Internet survey and interviews. Responses to the survey are examined using descriptive and inferential analyses. Individual interviews are also conducted to seek elaboration and alignment from survey responses while revealing additional information.The findings indicate that the nature of faculty participation in internationalization varies between schools, gender and appointment types. For example, faculty members from the Schools of Nursing tend to participate in activities more closely associated with internationalizing the curriculum while faculty in the School of Public Health participate more readily in teaching and research activities occurring outside of the classroom. In addition, there are statistically significant differences in the nature of activities which male and female faculty members participate in with respect to internationalization. For example, a statistically significant higher proportion of males conduct research outside of the United States. Conversely, a statistically significant higher proportion of females teach courses that include strategies for students to improve their intercultural skills. Furthermore, tenured faculty members demonstrate a higher percentage of participation in 16 of the 18 internationalization activities when compared to non-tenured faculty. The willingness to participate in internationalization activities is influenced by factors relating to the University's commitment to internationalize, institutional leadership and organizational practices. Key organizational factors that support faculty participation in internationalization include hiring practices, opportunities to internationalize the curriculum and institutional partnerships. Personal and professional agendas also affect the participation of faculty to in internationalization. Overall, participants feel internationalization is a higher priority for the University than for their individual departments and divisions. Many participants report a desire to participate in internationalization activities, however, factors related to institutional planning, promotion and tenure policies, and insufficient resources restrict widespread participation among faculty. Furthermore, the lack of implicit roles and responsibilities cause uncertainty for faculty at the operational level. Results from the current study support the limited research previously conducted on faculty engagement and development in internationalization. Additionally, they emphasize the importance of effective institutional strategic planning to accomplish comprehensive internationalization. As institutions continue to expand their international reach, this case study carries important implications about institutional and individual factors affecting faculty participation in international activities. At the same time, the researcher presents practical suggestions to remove institutional barriers and improve organizational structures, with the goal of ultimately generating greater participation among faculty in internationalization.
A futures study of internationalization of the Carlson School of Management: diverse perspectives of key stakeholders.
(2010-08) D’Angelo, Anne Marie
Internationalization is a multi-faceted, multi-dimensional and complex concept described most notably as a higher educational process that integrates an international perspective into its organizational leadership, vision, and curricular goals. Success is dependent upon ongoing engagement of a multitude of internal and external stakeholders with an approach towards the future (Ellingboe, 1998). Today businesspeople operate in an open, global environment wherein interactions manifest themselves differently for each individual and depend upon one's abilities to adapt to and access interpersonal and inter-organizational relationships. The intricacies of these interactions occur at multi-dimensional levels - individual, organizational, and global - and present unique challenges for managers to maintain balance between independence and interdependence. Studies suggest that corporate leaders expect business schools to prepare graduates to be more competent and adaptive to these dynamic global challenges (Webb, Mayer, Piocher, and Allen, 1999). Using StoryTech, a futuring tool to develop desirable scenarios, this qualitative, futures study draws on specific ethnographic tools and methods and employs the University of Minnesota's Carlson School of Management as an exemplar of analysis regarding its internationalization strategies. The researcher examines how stakeholders, both internal and external to a business school community, envision their contributions in shaping internationalization strategies and how business school leaders should engage them in ways that are more effective and future-oriented. Preliminary data suggest stakeholders define internationalization in myriad ways reflecting unique perspectives consisting of cognitive, relational, and transactional factors for business schools to be more innovative in the development of internationalization strategies. Additional data support a systems approach to internationalization as most effective with business schools serving as focal points for these interconnected stakeholder communities. Broader implications of the study recommend that business school leaders develop and adopt a global meta-strategy approach to enhance broader school-wide initiatives. Moreover, a meta-strategy serves as a means to engage stakeholders from business school communities in unique ways focused on present day realities of globalization (global actualization) while creating desirable future scenarios and engagement for the betterment of new knowledge and applications for future professionals in the workforce. A consequence is the examination of a new, expanded role for international educators, one that broadens the professional realm.
I Am Because We Are: Identifying the Factors Influencing the Academic Experiences of African Leadership Academy Graduates Enrolled as Undergraduate Students at Duke University
(2018-04) Bello Olamosu, Seun
At the onset of Africa becoming the most populous continent in the world, there remains a wide gap in literature about the academic experiences of youth representing the vast diversity of the African continent. In an attempt to bridge some of the gap, the focus of this study is to identify the factors influencing the academic experiences of African Leadership Academy (ALA) graduates enrolled as undergraduate students at Duke University. Particularly, the influence of an ALA education on the academic experiences of the study participants in defining and achieving their academic success. Using a qualitative design, it was decided to use Astin’s Input-Environment-Ouput (I-E-O) model to guide the influence of an ALA education on the academic experiences of the study participants at Duke University. The findings show that due to personal motivation and the academic rigor of an ALA education, the study participants adapted relatively well to the academic expectations at Duke University. On the other hand, the study participants’ adaptation to the social environment was more difficult due to less preparedness on U.S racial context and individualistic cultural norms as encountered at Duke University. The findings show that the value based and afro-minded education at ALA played a significant part in giving the participants a clear focus for academic success as crucial to impactful personal and societal change.
The internationalization of domestic conflicts: a comparative study of Colombia, El Salvador and Guatemala.
(2009-05) Borda, Sandra P.
The internationalization of internal conflicts has been seen either as imposed, as inevitable, or as resulting in further interstate conflict, but it has not been defined as the varied result of actors' strategies. I argue in this research that this is a serious omission and that in order to overcome it, it is necessary to posit a two-step question: first, if, when and why is internationalization decided? second, in case internationalization is decided, how can we account for the form it adopts? This two-step question partially suggests that in order to comprehensively understand the dynamics of civil conflicts, it is necessary to develop yet another dimension of the concept of internationalization. This new form of internationalization adds a crucial component to existing studies: the analysis of the international strategies domestic actors pursue or avoid. In other words, this new facet of internationalization would allow us to observe how the preferences and actions of domestic parties to the conflict interact with the interests of international actors and their willingness (or reluctance) to participate in domestic conflicts. The main argument of this dissertation is that even though international and internal forces and processes shape and somehow limit the choices parties to the conflict make, and that even though international actors may and can impose their decision to internationalize, there are also other instances and forms of internationalization in which local actors or parties to the conflict may still have the agency, the ability and the space to make the decision of inviting (or not inviting) international agents to participate in their struggle. Parties' decision to internationalize is then conditioned or shaped by the international and the national contexts, but domestic actors still have a substantial amount of autonomy to decide whether or not international agents should eventually participate in their conflict and under what conditions they would eventually do so. Finally, parties internationalize in order to obtain military support or political legitimacy from international actors. In order to prove these arguments, I compare three cases of civil wars in Latin America: Colombia, El Salvador and Guatemala.
Internationalization of the MBA curriculum and its impact on building students' global competencies
(2014-08) Carlson, Oksana
With the expansion of international business activities, business schools' leaders and administrators come to a higher understanding of the needs of employers and explore multiple strategies for MBA curriculum internationalization. The process of globalization has changed the skills, knowledge, and competencies expected of the MBA graduates. Studies suggest that corporate leaders expect MBA graduates to not only have technical expertise, but also to understand the dynamics of the globalized business world, to communicate and manage effectively across cultures, and to create innovative solutions for global business challenges (AACSB International, 2011; Ghemawat, 2008; Pitt, Berthon, & Robson, 1997).While many business schools define their mission as educating global business leaders who will make a difference in the world, little or no agreement has been achieved in defining the aspects and components of the MBA curriculum that would help to achieve this goal. Using a combination of quantitative and qualitative research methods, this study provides a macro- and micro level analysis of the curriculum internationalization strategies adopted by leading business schools in the U.S. By employing a benchmarking analysis of the top MBA programs in the U.S., this study examines the current trends and best practices in MBA curriculum internationalization. The study also employs the Johns Hopkins Carey Business School in a more detailed analysis of curriculum internationalization. The new innovative curriculum of the Global MBA program was developed with the insights and recommendations of employers and academic leaders to reflect the needs of the ever-changing globalized business world. By employing a tracer study methodology and a combination of quantitative and qualitative research methods, this study examines the impact of the internationalized curriculum on building students' global competencies.The data suggest that MBA graduates perceived a significant change in their global competency level before and after the MBA program, and that this change is largely a result of the MBA curriculum and their experiences in the program.Through the combination of the benchmarking survey, analysis of the curricula documents of the leading MBA programs in the U.S., the survey of the MBA graduates in the selected business school, and a series of interviews, a deeper understanding is developed of the importance of the global competencies for MBA graduates. Subsequently the impact of the internationalized MBA curriculum on building students' global competencies is investigated. Broader implications of the study recommend that business schools consider the employers' needs and expectations, and use a systems approach in developing curriculum internationalization strategies.
Internationalization rationales, obstacles and drivers: a multiple case study of Spanish higher education institutions
(2013-04) Grasset, Cristina
This research examined the cases of three diverse Spanish universities, making inferences about the factors influencing the internationalization processes of higher education institutions in response to the broader forces of globalization. Data were collected from a panel of experts and multiple public and institutional sources utilizing a mixed methods approach to build portraits of international engagement, produce internationalization indexes and analyze rationales, obstacles and drivers. The Horn, Hendel and Fry (2007) method was adapted and used to assess the international dimension of universities in the Spanish context. A comparison and contrast of themes from the three cases provides evidence of universal institutional internationalization rationales, coinciding with those identified by Knight (2006) as of emerging importance; and unveils six factors, or categories of obstacles and drivers, influencing the internationalization of Spanish higher education institutions, including: governance, cultural traits, the economic scenario, applicable legislation, human resources, and branding.
Japanese approaches to organizational internationalization of Universities:a case study of three national university corporations.
(2010-04) Watabe, Yuki
This study aims to develop an understanding of the internationalization processes at universities in Japan by exploring a strategic model in internationally oriented universities. Universities in Japan have experienced university reform since the 1990s. The role and system of Japanese universities have been re-examined due to an emerging global knowledge society and a decrease in the domestic traditional student population. Thus, internationalization has been recognized as a concern in the current aim of university reform. This study explores how and why three exemplary national university corporations have been internationalizing by focusing on the configuration of organizational design, program strategies and contextual factors. It examines how these three exemplary universities have changed their administrative systems to implement selected internationalization initiatives based on their own internationalization strategies. The processes they have engaged in are explored from the perspective of senior leaders, faculty, and administrative support staff who have been in positions involved in the decision-making process of institutional internationalization efforts. This study was designed to portray the process of internationalization in each university’s unique context along with the organizational characteristics of the individual case analyses. It then identifies the common elements of the internationalization process across the three studied universities. Finally, five common elements are presented as a strategic model that could help Japanese universities become more internationally oriented. The five elements are: (1) the development of a deliberate internationalization strategy, (2) the selection of internationalization initiatives: distinctiveness, accessibility and English capacity, (3) a top-down and expertise-oriented steering core, (4) professionalization in international exchange and education, and (5) the matrix structure for internationalization activities.
Leadership Qualities of Chief International Officers in Internationalizing the Campus at Select Institutions of HIgher Education in the United States
(2015-07) Neys, Leigh
An examination of chief international officer (CIO) leadership at selected institutions of higher educations is presented in this study. In addition, this study identifies CIO perspectives on internationalization and factors affecting campus internationalization. Ten chief international officers from comprehensive research institutions were included in this study. Using foundational conceptual frameworks of Bass and Avolio's (2000) Full Range Leadership Model and Kouzes and Posner's (2002) Five Practices of Exemplary Leadership model, a Model of Effective Leadership Qualities of Chief International Officers was formed and used as the conceptual framework for the study. Through interviews conducted with ten chief international officers, seven dominant qualities of effective leadership are identified including the five qualities found in the framework as well as two additional qualities. These qualities are illustrated in further detail through descriptive commentary by the participants in the study. Further examination of the data identified three factors influencing campus internationalization common to all participants. The findings in this study can be used to inform future research in international education leadership and to guide leadership development practices for emerging professionals in the field. In addition, the results will help to inform campus leaders, international education professionals and international education organizations on how to better serve and support international education leaders.
Teachers' views regarding ways in which the intercultural competence of students is developed at an International school in Southeast Asia: a mixed methods study
(2013-08) Hornbuckle, Gavin Christopher
This study is a mixed methods investigation of teachers' views regarding the ways in which the intercultural competence (ICC) of students is developed at an international school in Southeast Asia. To gather data for the study a survey was administered to approximately 90 teachers in the high school section of an international school in Asia to which forty-six teachers responded. The statistical software SPSS was used to analyze the survey data. In addition, nine teachers were interviewed and administered the Intercultural Development Inventory (IDI). Demographic data were also gathered. The results of the study indicate that, in the view of teachers, there are four primary ways that the intercultural competence of students is developed at an international school in Southeast Asia: 1) By spending time with students of other nationalities, 2) The way in which the curriculum is taught in the classroom, 3) By a school environment that is supportive of cultural diversity and 4) By being proficient in English. Results of the IDI show that the nine teachers to whom it was administered had a group Developmental Score that fell within the range of low Minimization, indicating a more ethnocentric world-view, which is consistent with other studies investigating the intercultural competence of teachers in K-12 settings. Teachers whose Developmental Scores fell within Polarization focused on student nationality, culture and difference to a greater extent than those whose Developmental Scores fell within Minimization. These finding indicate that teachers believe immersion in cultural difference is sufficient for the intercultural competence of students to develop, however a growing body of literature points out that this is not the case. The IDI results indicate that teachers may not be prepared to be cultural mentors. There is a need for increased focus on intercultural competence in leadership and professional development programs in K-12 settings, as well as further research into the outcomes of curricular and co-curricular programs in international schools.
Toward global leadership: factors influencing the development of intercultural competence among business students at a Canadian University
(2014-12) Brand, Ingrid Eva
The purpose of this study is to explore the factors influencing the development of intercultural competence among business students at a Canadian university. A sequential mixed methods methodology is utilized which includes: 1) a survey designed specifically for the current study, the Intercultural Competence among Canadian Business Students survey (ICCBS), 2) the Cultural Intelligence Scale (CQS) (Ang, Van Dyne, Koh, Templer, Tay, & Chandrasekar,2007), and 3) telephone interviews conducted with study participants. The research results indicate that although the university's business program does feature international content, few program components per se raise intercultural awareness. According to participants, program components that explicitly raise their awareness about cultural differences, however, do improve their intercultural competence. The following program variables have the strongest positive association with study participants' self-ranked and reported intercultural competence development: comparisons of business practices in different cultural contexts; textbooks, articles, or videos originating from other countries; and extra-curricular activities. Participants view the university's diverse setting as a valuable natural resource. However, the majority of students interviewed identify other students' attitudes as the key barrier to intercultural competence development. Data gathered in response to open-ended survey items and through interviews illuminate missed opportunities for developing intercultural competence, among business students. The CQS findings underscore the need for including more intercultural learning opportunities. Research findings surprisingly indicate no statistical association between participants' self-ranked intercultural competence and their composite CQ, even though CQ is measured with high reliability and the self-ranked competence seems subject to little social desirability. Together, these research results have important implications for business curriculum and co-curricular development, intercultural competence assessment and development, and future research.
Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education
(2017-06) Sippel, Christopher
The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and quantitative methods, interviews, survey, and observation, to understand the views of the teacher educators in a homogenous and localized teacher education program. The study findings indicate that while the teacher educators in this case study are supportive of the internationalization of their discipline, a multitude of barriers prohibit its advancement. Perhaps most importantly the teacher educators saw themselves as one of the main barriers. They identified that they lack the appropriate background and experience to offer an internationalized program. It emerged that many of them are still experiencing a developmental trajectory in their own international understanding. This study helped to identify the stages of development for teacher educators and how institutions and discipline-specific organizations may engage teacher educators in the process of internationalization, especially making sure that efforts target teacher educators at the appropriate stage in their development. These lessons may be valuable for other teacher education programs, especially those with homogeneous and localized faculty demographics.
Weaving Innovation into Tradition: Factors Influencing Campus Internationalization at a Japanese University
(2018-12) Mizumatsu, Mina
With rapid globalization, competition among universities around the world has been increasing. In the case of Japan, the government initiated the internationalization of higher education by offering grants to selected universities for internationalization. Those universities have been making extensive efforts to promote internationalization in unique ways. Among the many universities in Japan, Tohoku University is a compelling case as the only national university corporation that has received all the major government grants to promote internationalization in the past decade. The purpose of this qualitative single-case study was to identify the factors influencing internationalization processes at Tohoku University, a research-oriented world-class university in Japan. Data for the study was collected through in-depth, semi-structured interviews, conducted with 40 individuals who are involved in internationalization initiatives in multiple ways at Tohoku University. The interviewees were chosen from four different stakeholder groups: senior administrators, faculty members, domestic students, and international students. In the interviews, the researcher asked five main questions based on the research questions, including the definition of, rationales for, and the process of internationalization to examine the institutional and individual factors influencing internationalization at Tohoku University. In this study, the researcher used Bourdieu’s forms of capital, which include cultural, economic, and social capital, to organize and analyze the concepts that emerged in the interviews. The results are presented in detail to provide an extensive impression of stakeholders’ perspectives, and key topics are extracted and categorized for each stakeholder group. Furthermore, to answer the research questions, comparisons of the key topics of each stakeholder group are provided for each research question. Ten findings were generated from the interviews, based on the application of Bourdieu’s theoretical concepts. The results indicate that stakeholders’ definitions of internationalization vary, largely based on their past international experiences; both international and domestic stakeholders’ perspectives on rationales and the process of internationalization can be viewed in the framework of Bourdieu’s theory. Furthermore, using Bourdieu’s theory allowed the researcher to identify and describe institutional and individual factors promoting internationalization at Tohoku University. Finally, based on these findings, the researcher presents six suggestions for the policy and practice for the university, three recommendations for the Japanese government, and implications for future research, to further promote internationalization at the university.

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